The Impact of Training On Employees' Work Performance Motivation and Job Satisfaction

Global Journal of Arts, Humanities and Social Sciences
Vol.9, No.1, pp.37-51, 2021

Print ISSN: 2052-6350(Print),
Online ISSN: 2052-6369(Online)
THE IMPACT OF TRAINING ON EMPLOYEES’ WORK PERFORMANCE,
MOTIVATION AND JOB SATISFACTION: THE CASE OF INTEGRATED DATA
SERVICES LIMITED (IDSL), BENIN CITY
Stephen Omokojie 1, Oriakhi Edith 2

Irune PhD. (JP) FCMI Tony-Olley ACIPM-HRPL
Former senior Lecturer, Principal Consultant, Samesth Consulting,
Institute of Public Administration & Extension Services, Delta State, Nigeria.
University of Benin, Edo State, Nigeria.
ABSTRACT: This study examines the impact of training on employees’ work performance. It
sought answers to the following research questions; is there any relationship between training and
development of employees and their job satisfaction? Is there any relationship between training
and development of employees and their job performance? Is there any relationship between
training and development of employees and their motivation? The scope of the study consists of
208 employees of Integrated Data Services Limited (IDSL), Benin City. Stratified random
sampling was used in selecting the respondents for the study while questionnaire served as the
data collection instrument. Research data was analyzed using descriptive statistics such as
frequency tables, percentages, mean, standard deviation and standard error mean as well as the
t-test for Equality of Means, which served as the inferential statistic. The research findings show
that; i) There is a significant relationship between training and development of employees and
their job satisfaction; (training enhances job satisfaction) ii) There is a significant relationship
between training and development and their job performance and iii) There is a significant
relationship between employee training and development and their motivation.
KEYWORDS: training, employees’ work performance, motivation, job satisfaction: integrated

data services limited (idsl), Benin City
INTRODUCTION
Today’s impact of rapid globalization and increasing unpredictable and ever changing
environment make it imperative that public sector organizations must take cognizance of the
necessity to constantly undertake the training and development of its workforce mandatory. In
order to meet the ever rapid changes in science, technologies and wider and complex environment
of work, employees’ in public sector organization like private sector requires continuous training
and development in order to upgrade and update their knowledge, skills, abilities and attitudes.
Concept of Training and Development

The concept of employee training is often defined and used in various ways by different authors.
Dessler (2005) asserts that training refers to the methods used to give new and present employees
the skills they need to perform their jobs and argues that training is the hallmark of a good
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management and a task managers ignore at their peril. He pointed out that having high potential
employees doesn’t guarantee they’ll succeed. Instead, they must know what you want them to do
and how you want them to do it. If they don’t, they’ll do the jobs their way, not yours or they’ll
improvise, or worst do nothing productive at all. Good training is vital.
According to Mc Kinsey (2006), observed that improved capabilities, knowledge and skills or
talented workforce prove to be a major source or competitive advantage in a global market.
Employee training has the strategic role or contributing immensely towards the achievement of
organizational goal. According to Penrose, 1959, Barney, 1991 asserts that creating value and
building capabilities for sustained organizational performance is the basis for every training
program which is the unique assumption of the resource-based view theory. Employees’ are the
most valuable asset of every company as they can make or break a company’s reputation and can
adversely affect profitability, Dr. Amir Elnaga & Amen Imran, 2013.
Bohlander and Snell (2010) in another perspective observe that the term training is often used
especially to describe almost any effort initiated by an organization to foster learning among its
members. However, they asserts that many experts distinguish between training which tends to be
more narrowly focused and oriented more toward short term performance concerns, and
development, which tends to be combined into a single phrase – training and development to
recognize the combination of activities organization use to increase the skill base of employees.
They further argued that training and development has become increasingly vital to the success of
modern organizations and that organizations often compete on the basis of their capabilities – the
core sets of knowledge and expertise that give them an edge over their competitors.
Training in the Public Sector:

Training, as defined above, is an integral component of human resources management be it private
or public organization, especially those that intend to remain competitive. However, in the public
sector which is owned and run by the government directly or indirectly, there is a standard policy
on training although, in practices, many employees in the public sector in Nigeria are not
adequately trained or are not trained at all. Management or Administrative staff tends to gain more
access to training in public sector, no matter how inadequate. While most of these categories of
employees may not attach importance to the value of training, they are often motivated to indicate
interest owing to training allowances. In most cases however, junior staff are almost left out of the
training programs. To this end, the public service at certain levels is characterized by gross
inefficiency, ineffectiveness, crudity and obsolete systems of getting the job done. The
consequences of which have been grave for Nigerian public sector.
OBJECTIVES OF THE STUDY

The main objective of this study is to examine the impact of training and development on
employees’ work satisfaction, work performance and work motivation at the integrated Data
Services Limited (IDSL), Benin City while, the specific objectives are to determine:-
i. Whether there is any relationship between employee training and development and
their job satisfaction in IDSL
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ii. Whether there is any relationship between employee training and development and
their job performance
iii. Whether there is any relationship between employee training and development and
their motivation.
REVIEW OF RELATED LITERATURE
Brief Profile of Integrated Data Services Limited

Profile of IDSL is a strategic business unit which is a component of the Nigerian National
Petroleum Corporation (NNPC). It was established in 1988 during the commercialization exercise
in NNPC with a focus on seismic data acquisition (processing and engineering services). In the
same year IDSL won the first international seismic acquisition contract in Ghana. IDSL also
entered into joint venture partnership with United Geophysical Nigeria Limited (UGNL) in 1996
on 3 Dimensions (3-D) Data Acquisition. Other joint ventures of IDSL include their partnerships
with Petro Geo Services in Marine acquisition in 1997, Land Mark in 2003, as well as Western
Geo in 2006 for National Data Repository and Seismic Data processing respectively (IDSL
Corporate Profile Brochure).
The mission statement of IDSL is ‘IDSL Markets World Class Geophysical, Geological Petroleum
Engineering Services’, while the cardinal objectives include acquisition and processing of world
class seismic data as well as provide reservoir and data management services to the oil and gas
industries. The core business of IDSL includes, but is not limited to, seismic data acquisition,
seismic data processing, petroleum engineering services, as well as Data storage and management
services. The core business of IDSL is suggestive of the need to constantly adjust the skills of
employees to meet up with the dynamic nature of the environment of Geophysical, Geological and
Petroleum engineering. This underscores the importance of training to the employees of IDSL.
TRAINING AT IDSL
Every department and every staff of IDSL are given targets respectively at the beginning of each
year. Staff performance appraisal is conducted at the end of each year; on the basis of the appraisal,
training needs are identified. Three basic kinds of training are often used at IDSL. They include:
equipment based; knowledge based; and induction based training. (i) Equipment-based training:
this is done to update staff knowledge on how to operate modern equipments in the company’s
field of operation (ii) Knowledge-based training: this is given to employees who need to be
knowledgeable in specific areas of operation especially if the knowledge to be acquired is raw or
if the staff appraisal report shows deficiency in such areas; and (iii) Induction-based training: this
is general training which is given to new employees.
According to IDSL Learning Officer, training at IDSL is usually need based; that is, only
employees who deserve training are sent on training and it is usually done annually. IDSL policy
on training requires that at least one third (1/3) of its total number of employees be trained annually.
They could be given any one of the following trainings – local training: this is normally organized
by management of IDSL, using Consultants; Local Adhoc Training: this is often organized for a
few members of staff in need of professional training (Data Miners, 2009); Adhoc Overseas
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Training: this involves sending employees, who require some technological knowledge for better
performance overseas where they can acquire the necessary training; and Overseas Training: this
is usually planned and executed by the Nigerian National Petroleum Corporation (NNPC)’s
Corporate Headquarters.
The Training Cycle at IDSL

The training cycle usually begins with Training Needs Analysis; followed by Designing and
Delivery; Implementation, which is the execution of training and evaluation, which seeks to
ascertain the extent to which the training has met the desired objectives.
The Importance and Effectiveness of Training and Development in an Organization

The effectiveness of training and development in an organization cannot be over emphasized.
Training and development foster the initiative and creativity of employees and help to prevent
manpower obsolescence, which may be due to age, attitude or inability of a person to adapt himself
or herself to technological changes (Arnolf 1971). Mamoria (1995), argues that training is a
practical employees vital necessity because it enables employees to develop and rise within the
organization and increase their market value, earning power and security. He goes further to state
that training helps to mold employees’ attitudes and help them to contribute meaningfully to the
organization and in addition enhances performance of employees.
Noe & Schmitt (1986), assert that effectiveness goes to the heart of what training and development
are all about in an organization: giving employees the knowledge and skill they need to perform
their jobs effectively. As Brinkerhoff (2005), pointed out, in order to initiate more effective
training, organizations need to look at how the training and development system is aligned with
the strategy of the organization and at what is being done to make sure that all training and
development activities are effective. Organizations can no longer afford to provide training that
has not been evaluated for its contributions to the organization’s strategic goals, mission and its
effectiveness and use on the job to achieve those goals
Aim of Training and Development

Armstrong (2001), posits that the fundamental aim of training is to help the organization achieve
its purpose by adding value to its key resource – the people it employs. He opines that training
means investing in people to enable them to perform better and to empower them to make the best
use of their natural abilities. He goes further to give specific objectives of training to include
developing the skills and competences of employees and improve their performances, help people
to grow within the organization in order that as far as possible, its future needs for human resources
can be met from within; as well as reduce the learning time for employees starting in new jobs on
appointment, transfer, or promotion, and ensure that they become fully competent as quickly and
economically as possible. As (Dessler, 2005) argues training today also plays a key role in the
performance management process. This is the integrated process employers use to make sure
employees are working towards organizational goals. It means taking an integrated, goal-oriented
approach to assigning, training, assessing and rewarding employees’ performance. Taking a
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performance management approach to training means that the training effort must make sense in
terms of what the company wants each employee to contribute to achieving the company’s goals.
Types of Training
Sherman and Bohlander (1992), categorized training into two – that which focuses on non-
management employees; as well as that which focuses on supervisors and management employees.
The former rely mainly on: on-the-job training; off-the-job training; as well as cooperative
training, internship Government training. The latter relies mainly on off-the-job training.
In-company, on –the-job: this consists of teaching or coaching by managers or team leaders or

trainers at the desk or at the bench. It may also consist of individual or group assignments and
projects and the use of mentors. It is the only way to develop and practice the specific managerial,
team leading, technical, selling, manual and administrative skills needed by the organization. It
has the advantage of actuality and immediacy but the disadvantages are that the effectiveness of
learning is strongly influenced by the quality of the guidance and coaching provided on the job.
Furthermore, the instruction may be inadequate and the training may perpetuate bad habits. Lastly,
the learner may be distracted by the environment and find it difficult to acquire the basic skills
quickly (Armstrong, 2001); to this end, it is essential to provide training to managers and team
leaders on how to train.
In company, off-the-job: this can assume the form of special course or take place in training areas
of centers which have been specially equipped and staffed for training. According to Armstrong,
it is the best way to acquire advanced manual, office, customer service, selling skills and to learn
about the company procedures and products. It helps to increase the identification of the trainee
with the company as a whole; and the use of systematic trainee techniques, special equipment and
trained trainers means that the basic skills and knowledge can be acquires quickly and often
economically. The main short–coming arises when trainees are transferred from the training course
to a job to apply their knowledge and skills in practice. On a full-time manual skills course in a
training centre, they will have been sheltered from the realities of the rough and tumble in most
workshops, especially in batch production factories.
External training: this is useful for the development of managerial, team leading, technical, and
social knowledge skills, especially if the courses cover standard theory and practice which can be
easily translated from the general to the particular. External training should also be able to supply
the quality of instruction that might be uneconomic to provide internally. It can be used to implant
highly specialized knowledge or advanced skills. It has the added advantage of broadening the
horizons of those taking part. The main short-coming is that of transferring learning into practice
even more acute with external courses. However, effective training is, the knowledge and skills
acquired which may be quickly dissipated unless they are used immediately, it may also be difficult
to select relevant course from the bewildering variety available source.
Just-in-time-training: this is one which is closely linked to the pressing and relevant needs of
people by its association with immediate or imminent business activities. It is delivered as close
as possible to the time when the business activity is taking place.
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Options in Training
Billson (1998) identified seven (7) options in training delivery and their likely impact on business
results. They are: external training courses (low); internal courses/workshops (low); self-learning
via multi-media packages (medium), small group coaching (high); action learning (high); one-one
learning (very high); and just-in-time training, which also produces very high impact on business
results.
Steps in Training
A systematic approach to training and development is expected to follow a logical sequence of
activities. Dessler for example, states that training program consist of five steps as follows. The
first, or needs analysis step, identifies the specific job performance skill needed, assesses the
prospective trainees’ skills and develops specific measurable knowledge and performance
objective based on any deficiencies. In the second step, instructional design, you decide on,
compile, and produce the training program content, including workbooks exercise and activities;
here you’ll probably use techniques such as on-the-job training and computer assisted learning.
There may be a third, validation step, in which the bugs are worked out of the training program by
presenting it to a small representative audience. The fourth step is to implement the program, by
actually training the targeted employee group. Fifth is an evaluation step, in which management
assesses the program’s successes or failures
Training Techniques
Fagbohungbe and Longe (1994) categorized training techniques into three. They are: (i)
Information presentation techniques, which includes lectures, correspondence course, motion
pictures, reading lists, closed-circuit television (and video tape), systematic observation (closely
related to modeling), programmed instruction and computer assisted instruction (CAI) (ii)
T(training) – groups or sensitivity training – which refers to unstructured learning situation in
which individuals meet in groups, focuses on the behaviours taking place in their groups and
attempt to enhance the awareness of both themselves and social processes, and (iii) Laboratory
education; simulation methods, which include case method, the critical incident method role
playing, programmed group exercise, the task model, the in-basket technique, and business games;
as well as on-the-job training methods which include orientation or induction training,
apprenticeships, vestibule training, job rotation, committee assignments (or junior executive
boards), on-the-job coaching, and performance appraisal.
Benefits of Training
There are several benefits which organizations that train and develop their employees stand to
gain. Cole (2002) argues that an organization which adopts a systematic training approach attains
several benefits for both the organization and the employees. Alaina (2010), asserts that an
employee who is adequately trained performs better, has increased morale and achieves higher
goals within the organization. Thus, employee performance training is a key to increasing
employee retention and productivity. The goal of performance training, he argues is to close the
gap between how an employee currently performs and how the organization needs him to perform
and further observed that an appropriately trained employee makes fewer mistakes, needs less
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supervision, and gets more accomplished. Such employees are also likely to treat customers well
and thus increase their loyalty to the organization. To this end, employee performance training
increases customer satisfaction and result in fewer complaints, thus freeing up time for managers.
Employee performance training also helps to reduce employee turnover rates. Donald (2009), in
his view states that employee development training has a certain cost to the organization that can
easily be considered a benefit to the employee. Such awareness on the part of the employee can
also lead to greater loyalty to the organization as well as enhanced job satisfaction.
Armstrong (2005), outlined the benefits of training to include; minimizing learning cost;
improvement of individuals, team and corporate performance in terms of output, speed quality,
and overall productivity; improvement of operational flexibility by extending the range of skills
possessed by employees (multi-skilling); attraction of high quality employees by offering them
learning and development opportunities, increasing their levels of competence and enhancing their
skills, thus enabling them to obtain more job satisfaction to gain higher rewards and to progress
within the organization; increasing the commitment of employees by encouraging them to identify
with the mission and objectives of the organization; helping to manage change by increasing the
understanding of the reasons for the change and providing people with knowledge and skills they
need to adjust to new situations; helping to develop a positive culture in the organization thereby
helping the organization to attract high quality staff oriented towards performance; as well as a
provision of higher levels of service to customers.
RESEARCH METHODS
The population of the study is made up of two hundred and eight (208), employees of IDSL
consisting of twenty-three (23) management staff, one hundred and seventy-three (173) senior staff
and eleven (11) junior staff.
The sample size for the study was determined using Yemane’s for
Nuclear: n = N I +Ne2, where
N = Sample Size
N = Population Size; and
1. E = level of significance (Yemane)

Using a level of significance of 0.05 and based on the population sizr of 208. The sample size was
determined as n = 208 I + 208 (0.05)2 = 136.824. This random sampling was then used to select
140 (one hundred and forty) respondents from the three strata – management, senior and junior
staff. Proportional allocation was used to determine the number of respondents from each stratum.
Consequently, the sampling technique is stratified random process. Questionnaires served as one
of the main instrument of research and of the 140 administered questionnaires, 118 were recovered
and these provided the research data. The questionnaire consisted of two main parts – the Bio-data,
which featured items related to respondents’ personal data; and a section (part two) which featured
items related to the core subject-matter of the study. The five point Likert scale served as a
question-response format with regard to items in part 11. Values were assigned to the five point
scale as follows: strongly agree: 5, Agree: 4, Not Sure: 3, Disagree: 2, and Strongly Disagree: 1.
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DATA ANALYSIS METHODS
Research data were analyzed, using descriptive statistics such as frequency tables, mean, standard
deviation, and standard error mean; as well as the t-test, which served as the inferential statistic.
Research decisions were made on the basis of the inferential test. Data Analysis was done using
the Statistics Package for Social Sciences (SPSS).
Research Hypotheses
The following hypothesis stated in null form will be tested in this study:-
1. There is no relationship between the number of times employees have been sent for training
and the case of their work.
2. There is no relationship between the extent to which the training attended in terms of job
performance resulting from knowledge gained and employee’s level of education.
3. There is no predictive relationship between employee’s level of education, age, relevance
of training to job performance, number of times employees have been sent on training and
employee’s level of satisfaction with the training programs attended.
RESULTS OF RESEARCH FINDINGS

Testing of Hypotheses
Ho1: there is no relationship between training and job satisfaction.
Table 1: Training Vs Job Satisfaction

S/N A. JOB SATISFACTION SA A NS D SD
1. Training helps to enhance employees; commitment to 43 40 5 21 9
duty.
2. Training helps to enhance interpersonal relations. 35 46 10 19 8
3. Training helps to reduce labour turnover. 22 44 11 29 12
4. Training enhances employees’ opportunities for 41 38 4 20 15
promotion.
5. Training enhances employees’ social network. 29 42 7 23 17
ASSIGNMENT OF VALUES
SA: 2POINTS; A: 1POINT; NS: B O; D: -1; SD: -2
LET
D & SD – Disagree
Then, the above data will appear as;
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Items Agree X1 Disagree X2
6 (2 * 43) + (1 * 40) = 126 (-1 * 21) + (-2 * 9) = 39
7 (2 * 35) + (1 * 46) = 116 (-1 * 19) + (-2 * 8) = 35
8 (2 * 22) + (1 * 44) = 88 (-1 * 29) + (-2 * 12) = 53
9 (2 * 31) + (1 * 38) = 100 (-1 * 20) + (-2 * 15) = 50
10 (2 * 29) + (1 * 42) = 100 (-1 * 23) + (-2 * 17) = 57
Let X1 = Scores obtained by respondents who agreed with the items suggesting that there is a
relationship between job satisfaction and training; and
Let X2 = Scores obtained by respondents who disagreed with the items.
GROUP STATISTICS
N Mean Std. Dev. Std. Error Mean

Agree 5 106.00 14.9666 6.6933
Disagree 5 46.80 9.3915 4.2000
Independent Samples Test

Levene’s Test for Equality of variances
F Sig.
1.563 0.247
T – test for Equality of Means
T Df Sig. (2 - tailed) Mean Difference
Equal Variances assumed 7.492 8 0.00 59.20
Equal Variances not assumed 7.492 6.727 0.00 59.20
95% Confidence Interval of the Difference

Std. Error Difference Lower Upper
Equal Variances assumed 7.9019 40.9782 77.4218
Equal Variances not assumed 7.9019 40.3603 78.0397
Table 1 indicates that the mean difference between respondents who agreed with the items
and those who disagreed with the items was 59.20. The t test for Equality of mean had a calculated
value of 7.492 and a computed significant probability of 0.00, which is less than 0.01, the assumed
level of significance.
Consequently, HO1 is rejected. Thus, at the ninety-nine percent confidence level, we can
conclude that there is a relationship between job satisfaction and training. Thus, training enhances
job satisfaction.
Ho2: there is no relationship between training and employee work performance.
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Table 2: Training Vs Employee Performance
1. Training helps to increase employees’ task 40 45 3 20 10
performance (speed of service)
2. Training enhances employees’ productivity 41 43 1 19 14
3. Training helps to enhance employees’ attitude 28 44 9 22 15
towards customers.
4. Training helps to minimize errors 39 46 2 19 12
5. Training helps to enhance product quality 31 41 6 22 18
LET SA & A – Agree
D & SD – Disagree

6 (40 * 2) + (45 * 1) = 125 ( 20 * -1) + (10 * -2) = 40
7 (41 * 2) + (43 * 1) = 125 (19 * -1) + (14 * -2) = 47
8 (28 * 2) + (44 * 1) = 100 (22 * -1) + (15 * -2) = 52
9 (39 * 2) + (46* 1) = 124 (19 * -1) + (12 * -2) = 43
10 (31 * 2) + (41 * 1) = 103 (22 * -1) + (18 * -2) = 58
Group Statistics

Agree 5 115.40 12.7397 5.6974
Disagree 5 50.00 6.8191 3.0496

F Sig.
8.576 0.019

T df Sig. (2 - tailed) Mean Difference

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Ho3: there is no relationship between training and motivation.
Tables 3: Training Vs Motivation

1. Training enhances employees’ opportunity for higher 38 45 4 18 13
pay.
2. Training enhances employees’ opportunity for 33 42 6 23 14
personal growth.
3. Training enhances employees’ opportunities for 29 39 10 28 12
independent thought.
4. Training enhances employees’ chances of self-esteem. 22 38 123 32 14
LET SA & A – Agree
D & SD – Disagree

5 (38 * 2) + (45 * 1) = 121 (18 * -1) + (13 * -2) = 44
6 (33 * 2) + (42 * 1) = 108 (23 * -1) + (14 * -2) = 51
7 (29 * 2) + (39 * 1) = 88 (28 * -1) + (12 * -2) = 52
8 (22 * 2) + (38 * 1) = 100 (32 * -1) + (14 * -2) = 60
Group Statistics

Agree 4 102.00 16.5529 8.2765
Disagree 4 51.750 6.5511 3.2755

F Sig.
3.222 0.123
T df Sig. (2 - tailed) Mean Difference

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The above table indicates that the mean difference between the scores of respondents who agreed
with the items suggesting that there is a relationship between employee motivation and training
was 50.250. A t- test for Equality of Means had a calculated value of 5.645 and an associated
significant probability of 0.001, which is less than 0.001, core percents, which assumed level of
significance.Consequently, HO3 is rejected. We may thus conclude at the ninety-nine percent
(99%) confidence level, that there is a relationship between employee and motivation and training.
SUMARRY OF RESEARCH FINDINGS
From the foregoing analysis the following research summary is pertinent
 A reasonable number of employees at IDSL have benefited from one type training or the
other:
 Training enhances employees’ job satisfaction:
 Training enhances employees’ job performance:
 Training enhances employees’ motivation and
Arising from (ii) – (iii) above, training is very vital to the success of the organization since
employee job satisfaction and motivation, which are engendered by training, are crucial to
optimums productivity and hence performance.
DISCUSSION OF FINDINGS
A comparison of employee job satisfaction with training revealed that respondents who agreed
that training enhances job satisfaction had a mean score of 106 with a standard deviation of
14.9660 and a standard error of 6.6933. On the other hand, respondents who disagreed with the
item had a Mean score of 46 with a standard deviation of 9.3915 and a standard error Mean of 4.2,
thus resulting in a Mean difference of 59.200. A Levene’s test for Equality of Mean had a
calculated value of 1.563 with a computed significant probability of 0.247 thus indicating that the
test is not significant since the computed significant probability of 0.247 is not less than 0.05 the
assumed level of significant.
Consequently, we can assume Equal Variances at the 99% confidence. A t-test for Equality of
Mean, Equal Variance assumed, had a calculated t statistic of 7.492 with a computed significant
probability of 0.00, thus indicating that the test was significant at the one percent (1%) level. The
implication is that at the ninety-nine percent (99%) confidence level, we can conclude that there is
a significant relationship between job satisfaction and training. In other words, training enhances
job satisfaction.
A comparison of employee performance with training revealed that respondents who agreed that
training enhances performance had a Mean score of 115.4 with a standard deviation of 12.7397
and a standard Error Mean of 5.6974. The corresponding values for respondents, who disagreed
where 50, 6.8191, and 3.0496 for Mean, Standard deviation and Standard Error Mean respectively,
thus resulting in a Mean difference of 65.400. The Levene’s test for Equality of variances had a
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calculated F statistic of 8.576 with an associated significant probability of 0.019, thus indicating
that the test was significant at the five percent (5%) level since the computed significant probability
of 0.019 is less than 0.05, the assumed level of significance. Consequently, we cannot assume
Equal variance. A t-test for Equality of Means, Equal variance assumed, showed a calculated value
of 10.120 with associated significant probability of 0.000, thus indicating that the test was
significant at the one percent (1%) level since the computed significant probability of 0.000 is less
than 0.01. We may thus conclude at the ninety – nine percent (99%) confidence level that there is
a significant relationship between employees performance.
Lastly, a comparison of employee motivation with training revealed that respondents who agreed
with the items suggesting that training enhances employee motivation had a Mean score of 102
with a standard deviation of 16.5529 and a standard Error Mean of 8.2765. The corresponding
value for those who disagreed were 51.75, 6.5511 and 3.2765 for Mean, Standard deviation and
standard Error Mean respectively, thus resulting in a Mean difference of 50.25. The Levene’s test
for Equality of variances showed a calculated F statistic of 3.222 with a significant (computed)
probability of 0.123, thus indicating that the test was not significant since the computed significant
probability of 0.123 is not less than 0.05 the assumed level of significance.
Consequently, we may assume Equal variance at the ninety-five percent (95%) confidence level.
A t-test for Equality of Means Equal variances assumed revealed a calculated value of 5.645 with
an associated significant probability of 0.005, thus indicating that the t-test is significant at one
percent (1%) level since the computed significant probability of 0.005 is less than one percent
(1%) the assumed level of significance. Thus, we may conclude at the ninety-nine (99%)
confidence level that there is a significant relationship between employee motivation and training.
Thus, it is suggestive that training enhances employee motivation.
RECOMMENDATIONS
The major objective of training is to assist the trainee to acquire appropriate skills or improve
existing skills with a view to enhancing performance. As Bohlander and snell (2010) states,
training plays a central role in nurturing and strengthening the competencies of a firm and in this
way become the backbone of strategic management. In view of the problem definition and research
findings, the following recommendations are suggested:
 Management should consciously put appropriate mechanisms in place to evaluate the

impact of training on its employees with a view to justifying the huge investment on
training. This calls for evaluation of trainee’s performance prior to training as well as their
performance after training, using the relevant indices. A thorough statistical analysis of the
two sets of measurements should be carried out to determine whether there is any
significant difference. A significant positive difference between the two sets of
measurements will justify the training. If there is no significant difference between the two
sets of measurements, it will be suggestive of ineffectiveness of the training method of
ineffectiveness of the trainee or both;
49
Vol.9, No.1, pp.37-51, 2021
 Also, there is the need to sensitize the employees on the need to justify their involvement
in any company sponsored training programmes by demonstrating, through improved
performance and dedication, the effects of such training programmes. This will stimulate
greater employee commitment to training programmes through sincere determination to
learn new skills or improve existing value to the organization. The point being made is that,
if trainees are aware of management’s expectation with respect to post-training
performance, they will have a better attitudes towards training and thus derive greater
satisfaction;
 Employee attitudes towards training may also be positive if the outcome of the evaluation
of training is made to form the basis for motivation using Herzberg’s two – factor Theory
– hygiene factors such as pay, supervision, and motivators such as responsibility, growth
and work itself. To this end, trainees that are unable to justify their involvement in the
training programme, though improved performance and or productivity should not benefit
from the motivation packages; and lastly
 Management should also try to evaluate the effectiveness of the training programmes, with
respect to the training facilities and facilitators with a view to determining the relevance of
such facilities to the training need of the trainees. Such evaluation of training facilities will
help management to detect and correct lapses as and when they occur. To this end, adequate
feed-back mechanism should be put in place to ensure the necessary feed-back from
trainees that will enable management make the necessary adjustment in the training system.
CONCLUSION
The study examined the impact of training on employees’ work performance. It sought answers to
the following research questions; is there any relationship between job satisfaction and training?
Is there any relationship between employee job performance and training? Is there any relationship
between employee motivation and training? The scope of the study consisted of employees of
Integrated Data Services Limited (IDSL), Benin. Stratified random sampling was used in selecting
the respondents to the study while the questionnaire served as the data collection instrument.
Research data was analyzed using descriptive statistics such as frequency tables, percentages,
mean, standard deviation and standard error Mean; as well as the t-test for Equality of Mean, which
served as the inferential statistic. The research findings were;
 There is a significant relationship between job satisfaction and training; (training enhances
job satisfaction).
 There is a significant relationship between employee job performance and training; and
 There is a significant relationship between employees’ motivation and training.
REFERENCES
Alaina, M.C. (2010), “Employee Performance Training”, retrieved November 16, 2010 from
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Armstrong M. (2005), A Handbook of Human Resources Management Practice, 9th Edition,
Replica Press Prt. Ltd, Kundli, India
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Armstrong, M. (2001), Human Resource Management Practice,_London: Logan Page limited.
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The Impact of Training On Employees' Work Performance Motivation and Job Satisfaction

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The Impact of Training On Employees' Work Performance Motivation and Job Satisfaction

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Global Journal of Arts, Humanities and Social Sciences

Vol.9, No.1, pp.37-51, 2021

Stephen Omokojie 1, Oriakhi Edith 2

KEYWORDS: training, employees’ work performance, motivation, job satisfaction: integrated

Concept of Training and Development

Training in the Public Sector:

OBJECTIVES OF THE STUDY

REVIEW OF RELATED LITERATURE

Brief Profile of Integrated Data Services Limited

The Training Cycle at IDSL

The Importance and Effectiveness of Training and Development in an Organization

Aim of Training and Development

In-company, on –the-job: this consists of teaching or coaching by managers or team leaders or

1. E = level of significance (Yemane)

RESULTS OF RESEARCH FINDINGS

Ho1: there is no relationship between training and job satisfaction.

Table 1: Training Vs Job Satisfaction

N Mean Std. Dev. Std. Error Mean

Independent Samples Test

95% Confidence Interval of the Difference

Ho2: there is no relationship between training and employee work performance.

Items Agree X1 Disagree X2

N Mean Std. Dev. Std. Error Mean

Independent Samples Test

T – test for Equality of Means

95% Confidence Interval of the Difference

Tables 3: Training Vs Motivation

Items Agree X1 Disagree X2

N Mean Std. Dev. Std. Error Mean

Independent Samples Test

95% Confidence Interval of the Difference

SUMARRY OF RESEARCH FINDINGS

From the foregoing analysis the following research summary is pertinent

 Management should consciously put appropriate mechanisms in place to evaluate the

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